You are the parent of a 5-year-old boy has just been through "readiness testing" at the elementary school. The principal has called and told you that the test results show David is too immature to attend kindergarten, and she suggests he be placed in one of the excellent nursery schools nearby. You are devastated by this recommendation even though you have realized for some time that your little
boy doesn't seem to express his ideas as clearly as his playmates do and that he seems to have trouble getting along with the other children. The next step you, as a parent, should take is:
a. insist that David be admitted to kindergarten, ready or not.
b. realize that screening tests should be only the first step in diagnosing developmental delay. Therefore, have further diagnostic testing done before deciding what to do.
c. take the school's word for it and do what they say in order not to antagonize them.
d. put David in a private kindergarten.
b
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Classical theories on why children play are identified as all of the following except
a. surplus energy theory. b. relaxation theory. c. pre-exercise theory. d. psychoanalytic theory.
Effective early childhood educators appreciate and embrace cultural diversity. They understand that all of the following characteristics describe many individuals raised in Asian, Southern European, Latino, African American, and Native American traditions except:
a. Independence of individuals is a virtue b. Interdependence, that is, reliance on the extended family and community is a virtue c. Achievement within cooperative groups is encouraged d. Contributions to the group are prized
________ is not one way paraeducators should assist a student with significant learning needs in the general education classroom.
A. Reinforcing learning objectives B. Reinforcing adaptive skills C. Teaching new concepts D. Redirecting the student when they are off task
Which of the following is not a component of family-centered practice?
a. Partnering with families. b. Recognizing and emphasizing families' strengths. c. Recognizing the family as a unit that requires information, and therefore must be led to final decisions. d. Providing supports and services that focus on the family, not just the child, as the unit of attention.